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Full-Text Articles in Other Languages, Societies, and Cultures
Phonetic Realization Of /P, T, K/ In Spanish-English Code-Switching, Gisela Simental
Phonetic Realization Of /P, T, K/ In Spanish-English Code-Switching, Gisela Simental
Open Access Theses & Dissertations
The aim of this investigation is to contribute to the relatively unexplored area of phonetic realization of sounds during code switching. The present study will focus on the analysis of voice onset time of voiceless stops in stressed word initial position. Spanish and English are ideal languages to test how bilinguals process and produce the low-level phonetic properties of stops during CS. Both languages have the same set of voiceless stops: /p, t, k/, yet these stops have different phonetic (or acoustic) characteristics in each language. Data was collected from the naturalistic speech of balanced bilinguals who were exposed to …
Reading Highly Interactive Electronic Storybooks Vs. Minimally Interactive Electronic Books: Relative Influence On Time On Task, Narrative Retell, And Parental Perceptions, Jose Humberto Carrasco
Reading Highly Interactive Electronic Storybooks Vs. Minimally Interactive Electronic Books: Relative Influence On Time On Task, Narrative Retell, And Parental Perceptions, Jose Humberto Carrasco
Open Access Theses & Dissertations
The purpose of this study was to investigate whether there was a difference in percentage of book read and the complexity of the narrative retell when children read highly interactive electronic books (e-books) versus minimally interactive e-books. An area to study further was parent's perceptions of their children's preference of highly versus minimally interactive e-book. A single subject rapid-alternating treatment design was used on three children (4-6 years of age). The participants read and then provided a narrative retell of both e-books over a 12-week period. Children's percentage of book read, grammar elements, cohesion elements, and proposition use were analyzed. …
The Effects Of Cognates On Receptive And Expressive Language Among Typically Developing Preschool Second Language-Learners, Jesica B. Zavala De Guerrero
The Effects Of Cognates On Receptive And Expressive Language Among Typically Developing Preschool Second Language-Learners, Jesica B. Zavala De Guerrero
Open Access Theses & Dissertations
This exploratory study considers the facilitating effects of cognates across language of intervention, seeking to assess potential cross-language generalizations among typically developing preschool bilinguals. Nine bilingual, English-Spanish speakers of preschool age were assigned to one of three experimental groups (an English only group, a Spanish only group, and a bilingual group) or to a control condition. Children in the experimental groups were introduced to a vocabulary intervention that incorporated cognates and non-cognates. Analysis of data suggests the absence of a cognate advantage among preschool age children; furthermore limiting any possible cross-language generalizations. It is plausible to suspect that age may …
The Effects Of Word Frequency And Language Proficiency On Repetition Priming And Picture Naming, Renee Michelle Penalver
The Effects Of Word Frequency And Language Proficiency On Repetition Priming And Picture Naming, Renee Michelle Penalver
Open Access Theses & Dissertations
Frequency is known to modulate outcomes on tasks like picture naming. According to the frequency lag hypoThesis there is a common mechanism for the effects of word frequency, language dominance and bilingual and monolingual differences in picture naming (Gollan, Montoya, Cera, & Sandoval, 2008; Gollan, Slattery, Goldenberg, Van Assche, Duyck, & Rayner, 2011). English monolinguals and English-Spanish bilinguals were tested on a picture naming task with pictures that had high and low frequency names. Response times, priming scores, and error rates were assessed. Response times indicated that monolinguals, and bilinguals were slower to respond to for low frequency picture names …
The Effects Of Cognates On Receptive And Expressive Language Among Typically Developing Preschool Second Language-Learners, Jesica B. Zavala De Guerrero
The Effects Of Cognates On Receptive And Expressive Language Among Typically Developing Preschool Second Language-Learners, Jesica B. Zavala De Guerrero
Open Access Theses & Dissertations
This exploratory study considers the facilitating effects of cognates across language of intervention, seeking to assess potential cross-language generalizations among typically developing preschool bilinguals. Nine bilingual, English-Spanish speakers of preschool age were assigned to one of three experimental groups (an English only group, a Spanish only group, and a bilingual group) or to a control condition. Children in the experimental groups were introduced to a vocabulary intervention that incorporated cognates and non-cognates. Analysis of data suggests the absence of a cognate advantage among preschool age children; furthermore limiting any possible cross-language generalizations. It is plausible to suspect that age may …